The article describes present situation in further education of agricultural advisers and agronomists. There are three major challenges in rural and agricultural development today - coverage, sustainability and relevance. Changes in further education and information technologies play the most important role for agricultural advisers. Farmers want to study and get a certificate of agricultural education in order to be able to participate in different projects and acquire the EU structural funds. The article deals with the problem of using the EU structural funds for rural development. Agiculturists need professional advice from agricultural advisers.

The paper describes three participatory approaches geared towards rural development of innovations and agricultural extension and research presently developed and tested in pilot activities in Masvingo Province. All these approaches require new roles from the main development agents. With regard to agricultural extension workers, the role "teacher" must be replaced by the role facilitator for technical issues and social processes. This role change requires a major change in attitudes and a higher social competence than the technocratic extension workers have at present. The role change must be accompanied by the provision of tools and methodologies to the extension workers. Out of three methodologies (diagnostic survey, PRA and Training for Transformation) of which the potential contributions to a role change are discussed, Training for Transformation is suggested as a major tool for initiating the role change as it provides the required philosophic framework as well as practical methods and tools to encourage farmer participation. A review of experiences and constraints in the implementation of participatory approaches and the role changes revealed the transition period as a critical point. During that process intensive support has to be provided and an effective staff appraisal and monitoring system have to be in place to guide the extension workers. Steps to introduce participatory approaches into the extension system are proposed through a training programme for different levels of staff suggested on the basis of experiences gained so far. It is concluded that a consistent curriculum and a close follow-up is required to integrate participatory extension approaches successfully into the agricultural extension service.

The pre-independence transfer systems were a result of well-calculated strategy to civilise and Christianise the native farmer so that he would not compete with his white counterpart. Politics play a predominant role in reinforcing a culture of top-down extension in which the farmer did not play any meaningful role in technology-generation. the resultant system was so entrenched in the concept of technocentricism that African Agriculture became a shadow of European agriiculture and its commoditisation process. What we see today and probably for a long time in the future, is a perpetuation of seventy years of a well-orchestrated agenda in which knowledge is believed to flow from one source to the user in a hierarchical order. The fifteen years of independence have not made much change yet in influencing the systems.